BCS 153: Syllabus

Spring 2013

Time & Location

Tuesdays & Thursdays, 9:40 AM – 10:55 AM, Dewey 1-101

Personnel

Andrea Hinds (Instructor)
E-mail:
Office: Meliora Hall, Rm 314, office hours by appointment

About the Course

This course is designed to build on material from both BCS110 and BCS111 and explore several topics related to human and animal cognition. Each lecture will introduce a general topic in the field of cognition research and build upon this knowledge by exploring specific research papers by experts in the field.

The course is roughly divided into four components: In the first, we will begin by examining how the visual system integrates sensory information to provide a coherent perception of the world, including a consideration of attention and consciousness. Then, we will learn about how memories are organized and how we encode, store and retrieve information. We will then explore the complex processes that underlie reasoning, communication and decision making. Finally, we will examine executive control and cognitive development. The lecture schedule describes the general topics to be covered in each class, along with suggested readings to complement the lecture material.

Where Do I Look for Course Information?

All the information in this syllabus, as well as additional material related to the course will be available on the BCS web site. The home page contains links to all courses offered in the department. In the section for BCS153, you will able to find the lecture notes and lecture schedule. Lecture slides and supplemental readings, as well as special announcements, discussion forums and grade updates are available on Blackboard.

Grading

Your grade will be determined by your performance on 4 exams (3 mid-term exams in class, and a final exam), and 2 written review assignments.

Written assignments

You will complete two written assignments that will each contribute 10% to your final grade, for a possible total of 20%.

Each written assignment will consist of a 700-800 word essay according to the instructions listed below. These assignments are meant to encourage thoughtful consideration of a specific research question in cognitive neuroscience, including a summary and critique of the current research and advancement in research in the topic of your choice. The central focus of each essay should be 3 related original research papers, each by a different primary author. You should include a brief introduction, a review and summary of each paper, and a comparison and critique of the approaches used by each research team to approach the question of interest. You should use these resources to support your opinion on the success in advancing the particular research question and your thoughts on future research approaches or questions that should be considered. TAs can assist with instructions for finding and citing appropriate articles.

Both written assignments are to be submitted online via Blackboard. There will be a form for submission under Course Materials. Please paste your entry directly into the online form. You will only be able to submit your entry once. Late entries will be docked 1.5% out of a possible 10% for each day or portion of a day late. That means that an assignment submitted between 0-24hrs late will be docked 1.5%, 24-48hrs late will be docked 3%, and so forth. Entries submitted more than 72 hours late will not be considered for grading. Failure to follow the instructions for topic focus or to list primary resources will result in a grade of 0%.

Written Assignment One: due Friday, March 8th, 11:59pm
Consider at least 3 articles that address a research question related to some aspect of human or animal object recognition, attention or memory.

Written Assignment Two: due Wednesday, May 1st, 11:59pm
Consider at least 3 articles that address a research question related to some aspect of human or animal language, decision making or cognitive development.

For each assignment you should give some appropriate background for the topic, and provide a summary of why this particular research was done, how the research was conducted, and what the results may contribute to the field of cognitive neuroscience and the advancement of knowledge about the particular topic.

If you wish to get feedback from your TAs on your selected topics, you may submit a one sentence description of the research topic and your 3 selected resources to Blackboard. There will be a form under Course Materials for Written Assignment feedback. The deadline for feedback is February 15th for Assignment One, and April 12th for Assignment Two.

Exams

You will complete 3 mid-term exams in class and 1 final exam. All exams will be multiple choice. The final exam will cover the course content immediately preceding the exam and will not be cumulative.

Therefore, your total grade will be calculated as follows:
3 mid-term grades (20% x 3) = 60%
Final exam (20%)
2 written assignments = 20%
60% + 20% + 20% = 100%

Midterm grades will be sent via Blackboard and an announcement will be posted when they are available. A notice will also be posted for receipt of both written assignments. Final exam grades will not be available on Blackboard and final course grades will be posted via the Registrar after the final exam date.

All midterm exams will take place in Dewey 1101 (where lectures are held) during regularly scheduled class time. The dates of mid-terms and the final are identified on the lecture schedule. If you believe you have a conflict that would prevent you from attending an exam, such as a school-sanctioned event, or have missed an exam due to an extraordinary personal situation or illness, please email Dr. Hinds as soon as possible. Only sufficient proof of illness or other extenuating circumstances will be considered for allowing you to take the exam at a different time, or to arrange a make-up. YOU WILL NOT BE PERMITTED TO ARRANGE A MAKE-UP ON THE BASIS OF PERSONAL OBLIGATIONS, OR BECAUSE YOU HAVE MULTIPLE EXAMS ON THE SAME DAY. PLEASE NOTE THE EXAM SCHEDULE BEFORE MAKING TRAVEL ARRANGEMENTS. THERE WILL BE NO EXCEPTIONS TO THIS RULE.

How Do I Get Help with the Course?

Teaching Assistants

There are two Teaching Assistants (TAs) that will be available for extra help in the course – making use of this excellent resource will provide you with the best opportunities for success. Office hours can be arranged with the TAs on request. Times are limited, so please come to meetings with TAs prepared with questions or concerns. TAs will not simply reteach course material.

The TAs are:
Caleb Strait;
Keturah Bixby;

Additional Resources

If you are experiencing difficulties with the course material and would like extra help, there are several opportunities for additional assistance, such as Tutoring, Study Groups, and Disability Support:
Center for Excellence in Teaching and Learning
College Center for Advising Services

Are There Required Readings for the Course?

The textbook for the course is: Matlin, Cognition, 8th edition, Wiley

The aim of this course is to introduce students to topics that may be supplemented with other resources, including the textbook. You will not be tested specifically on material in the text that is not covered in lectures. However, there are many topics in the lectures that will be covered in greater detail in the text and will provide a greater understanding of the material, which will benefit you for the exams and assignments. It may be helpful to review the relevant textbook chapters before lectures – these are listed in the lecture schedule.

Expectations

As a student, you should expect that your instructors provide a respectful learning environment and provide appropriate feedback and guidance. Similarly, we expect you to show this same respect to your instructors, and fellow students by attending, and participating in, lectures and recitations. It is also expected that you will adhere to the policies regarding academic honesty outlined at http://www.rochester.edu/College/honesty/ Violations of Academic Integrity, such as cheating and plagiarism, are taken seriously, and will be dealt with accordingly.

I look forward to working with you this term, and hope you enjoy learning about Cognition!

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